CCEA | Council for the Curriculum, Examinations and Assessment



centercenter00IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCE Professional Business Services A2 Unit 2: Leadership and Management. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their knowledge and understanding.The Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version and teachers should adapt and develop it to best meet the needs of their students.Key FeaturesThe Planning Framework:Includes suggestions for a range of teaching and learning activities which are aligned to the specification content for GCE A2 Unit 2: Leadership and Management.Highlights opportunities for enquiry-based learning.Indicates opportunities to develop subject knowledge and understanding and specific skillsProvides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.Makes reference to supporting resources.Specification:GCE Professional Business ServicesUnit A2 2:Leadership and ManagementSpecification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesLeadership and managementStudents should be able to:demonstrate knowledge and understanding of the similarities and differences between leadership and management;analyse the functions of management using Fayol’s Functions of Management and Mintzberg’s Managerial Roles.Teacher led: explain the similarities and differences between leadership and management (see Fact file: Leadership and Management, resources 1-4)Teacher led: discuss the fourteen principles of management and Fayol’s Functions of Management (see resource 5 & 6)Student activity: complete a blank template of the Fayol’s Functions of Management on Microsoft Word.Teacher led: discuss the advantages and disadvantages of Fayol’s Functions of Management (see resource 7)Teacher led: discuss Mintzberg’s 10 Managerial roles (see resources 8-11)Student activity: based on scenarios, students work out which managerial role each case study is fulfilling (see resource 12)Fact file: Leadership and Management HYPERLINK "" ContentLearning OutcomesTeaching and Learning ActivitiesResourcesLeadership and management (cont.)Paired activity: discuss and provide examples of each managerial role (see resource 13)Teacher led: discuss the advantages and disadvantages of Mintzberg’s Managerial Roles theory (see resource 14)Review and discuss past paper questions:2019- Q4Specimen paper- Q1A ContentLearning OutcomesTeaching and Learning ActivitiesResourcesLeadership stylesStudents should be able to:use Tannenbaum-Schmidt’s Continuum of Leadership to identify and explain the following leadership styles:autocratic;democratic; andlaissez faire; andevaluate the impact of leadership styles in a given context.Student activity: take part in a leadership style quiz (see resource 1)Teacher led: introduce the different leadership styles (see resource 2)Teacher led: discuss Tannenbaum-Schmidt’s Continuum of Leadership (see resources 3-5)Student activity: quiz on knowledge of Tannenbaum-Schmidt’s Continuum of Leadership (see resource 6)Student activity: carry out research on several entrepreneurs to find out their leadership style. (see resources 7&8). Discuss the impact of the leadership on the overall success of the company. Examples include:Gordon Ramsey Donald Trump Paul Polman Tim Cook- CEO of AppleClass discussion: discuss the impact of leadership styles (see Fact File: Leadership Styles)Review and discuss past paper questions:2019: Q1ASpecimen paper: Q1BFact File: Leadership Styles ContentLearning OutcomesTeaching and Learning ActivitiesResourcesTheories of leadershipStudents should be able to:apply the theories of leadership, including:transformational; andtransactional; andexplore methods and tools that Professional Business Services firms use to assess leadership styles, including the Blake and Mouton Managerial Grid and Adair’s Action Centred Leadership model.Teacher led: explain the theories of leadership; Transformational and transactional leadership through IBM (see Fact File: Theories of Leadership)Student activity: select a business and as with the example in the Fact File, carry out transformational and transactional applicationTeacher led: discuss the tools used to assess leadership styles:Blake and Mouton (see resources 1&2)Adair’s Action Centred Leadership (see resources 3 & 4)Student activity: printable worksheet (see resource 7)Teacher led: video on Adair’s Action Centred Leadership tool in action (see resource 8)Review and discuss past paper questions:2019- Q1B & 3Specimen paper- Q5Fact File: Theories of Leadership ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPerformance managementStudents should be able to:demonstrate knowledge and understanding of the purpose of performance review as a part of performance management;outline the role of the manager in the appraisal or performance management process;explain the importance of the following in the performance management process:performance standards;effective feedback; andsetting objectives; andevaluate the possible outcomes of performance review for an employee and an employer, for example: recognition; promotion and identifying learning and development needs.Teacher led: definition of performance management and introduction to purpose of a performance review as part of performance management (see Fact File: Performance Management, resource 1 & 2)Student activity: carry out performance review on self for goals at A2 level to introduce performance management. Guest speaker: manager of a business shares insight into role as manager in appraisals and the performance management process (see resource 3-8)Student activity: discuss the change in roles of a manager in the appraisal and performance management process due to the Coronavirus Pandemic. (see resource 9)Student activity: class discuss importance of the following in the performance management process (see resource 10):Performance standardsEffective feedbackSetting objectivesFact File: Performance Management ContentLearning OutcomesTeaching and Learning ActivitiesResourcesPerformance management (cont.)Paired activity: discuss how the performance management process can be linked to the student’s success at A level, highlighting the importance of performance standards, effective feedback and setting objectives. Class discussion: establish the factors that can result in a poor performance review. (see resource 11)Teacher led: evaluate the possible outcomes for an employee and an employer of performance management, for example: recognition; promotion; identification of learning and development needs and time (see Fact File: Performance Management, resource 12-14)Student activity: devise a list of the possible outcomes for both employee and employer of performance management.Review and discuss past paper questions:2019-Q6Specimen paper-Q6, L. (2014).?Performance Management. United States: Kogan Page Limited.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManaging teamsStudents should be able to:evaluate the benefits and problems of team working;use the Tuckman Team Development Model to examine the stages of team development that Professional Business Services firms use with client businesses;demonstrate knowledge and understanding of the different roles in a team according to the Belbin Nine Team Roles model;explain how a Professional Business Services Firm might use the Belbin Nine Team Roles model in a client organisation;evaluate the usefulness of the Belbin Nine Team Roles model for developing effective teams; anddemonstrate knowledge and understanding of Goleman’s concept of emotional intelligence.Student activity: walking debate on the benefits and problems with team working (see resource 1 & Fact File: Managing Teams)Teacher led: examine the stages of team development using the Tuckman Team Development Model (see resources 3-5)Group activity: students are presented with an item, for example an empty tin and are asked to implement Tuckman’s Team Development model to create a new product as a team. Teacher led: watch video on Belbin’s Nine Team Roles model (see resource 7)Teacher led: discuss Belbin’s Nine Team Roles Model (see resources 7&8)Teacher led: discuss how a Professional Business firm could use Belbin’s Nine Team Roles Model (see Fact File: Managing Teams)Student activity: discuss the advantages and disadvantages of Belbin’s Nine Team Roles Model (see Fact File: Managing Teams)Fact File: Managing Teams ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManaging teams (cont.)Student activity: take part in a quiz to determine the self-perception of team roles using Belbin’s Nine Team Roles model (see resource 9)Teacher led: introduce Goleman’s concept of emotional intelligence (see video resource 10)Teacher led: definition of emotional intelligence and explanation of Goleman’s four basic dimensions (see resource 11&12)Review and discuss past paper questions:2019: Q5Specimen paper: Q2 & 4 ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManaging ChangeStudents should be able to:demonstrate understanding of the reasons for change in the business environment, including:organic growth;mergers and takeovers;economic recession;technological change;new owners or leaders;customer tastes; andpoor performance;analyse the importance of leadership in managing change;analyse reasons for resistance to change, including:fear;insufficient information;uncertainty; andpeer pressure;demonstrate understanding of the use of change management models including:Kurt Lewin’s Unfreeze–Change–Refreeze model;Kotter’s 8-step Step Process; andGalbraith’s Star Model;Class discussion- discuss and create a thought shower on how businesses have had to change during the Coronavirus pandemic.Teacher led- consider the impacts for a business if change is not implemented and give examples (see resource 1)Teacher led- explanation of organic growth (see resource 2-4)Student activity- research examples of mergers and takeovers locally, nationally and globally. (see resource 5-10)Teacher led- explanation of the impact of an economic recession in terms of a reason for change (see resource 11-13)Student activity- research examples of businesses who have had to change during the economic downturn brought about by the Coronavirus pandemicStudent activity: recreate the Galbraith’s Star Model diagram (see resource 29)Fact File: Managing Change HYPERLINK "" ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManaging Change (cont.)Students should be able to:apply change management models in a given context to:reduce absenteeismreduce labour turnover;increase productivity;enhance morale;increase employee engagement and motivation; andreduce conflict.Group activity- given a range of well-known businesses for example, Sainsbury’s. Thought shower on how the business has changed through technology. (see resource 14)Student activity- create a table listing examples of trends 5 years ago to now. (see resources 15-18)Teacher led- provide real life examples of how poor performance was a reason for change (see resource 19-23)Class discussion- the importance of leadership in managing change. Construct a whole class thought shower (see resource 24)Teacher led- demonstrate understanding of (see Fact File: Managing Change):Kurt Lewin’s Unfreeze–Change–Refreeze model (see resource 25&26)Kotter’s Eight Step Process (see resource 27&28)Galbraith’s Star Model (29&30) ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManaging Change (cont.)Student activity: recreate the Galbraith’s Star Model diagram (see resource 29)Teacher led: review organisational design in relation to the Star Model Diagram (see resource 31&32)Class discussion: indicators of successful change in the form of a word cloud (see resource 33)Review and discuss past paper questions:2019: Q2Specimen paper: Q3, J.(2013).?Leading Change, With A New Preface By The Author. United States: Harvard Business Press, pp.22-24.Specification ContentLearning OutcomesTeaching and Learning ActivitiesResourcesManaging Change (cont.) HYPERLINK "" , L. (2014). Performance Management. United States: Kogan Page Limited.Kotter, J.(2013). Leading Change, With A New Preface By The Author. United States: Harvard Business PressWebsitesTopic One: Leadership and Management Two- Leadership Styles Three- Theories of Leadership Four-Performance Management five- Managing Teams HYPERLINK "" HYPERLINK "" Six- Managing Change Six- Managing Change (cont.) ................
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